Lesson 3- Colonial Settlements: Quebec and St. Augustine
LESSON PLAN GRADE FIVE
Lesson Three
UNIT : Colonial America
LESSON: Countries and Their Settlements (Quebec & St. Augustine)
TIME FRAME: 1 Class Period
BACKGROUND INFORMATION FOR TEACHERS
STAGE 1 – DESIRED RESULTS
TOPICAL UNDERSTANDING: Key historical events led to early settlements in the Colonial America.
ESSENTIAL QUESTION:
How did the settling of the different European countries in North America lead to the colonization ofAmerica? OBJECTIVE:
2.A.1.c – Students will be able to Analyze the religious beliefs of early settlers, the motives for migration and the difficulties they encountered in early settlements. 4.A.2.b – Students will be able to describe how available resources affected specialization and trade.
5.A.1.a – Students will be able to describe the origin, destination and goals of the North American explorers
5.A.1.b – Students will be able to Evaluate the results of the interactions between European explorers and native peoples.
5.B.2.a – Students will be able to describe the religious, political and economic motives of individuals who migrated to North America and the difficulties they encountered. POWER STANDARD: Draw conclusions and inferences and make generalizations and predictions from the text.
SKILLS AND PROCESSES: 6A.3.a – Use a graphic organizer or another note taking technique to record important ideas or information. 6A.4.a – Indentify and explain what is directly stated in the text. 6A.4.i – Draw conclusions and make generalizations based on the text, multiple texts, and/or prior knowledge CCSS:
RI.5.6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. MTLSS:
2B.1.f Use safe and correct security procedures (such as protecting password and user ID) 3A.1.b Use teacher- selected, technology tools that enhance learning3B.1.a Use technology tools to work collaboratively within the school community
http://yellowmaps.com/
This is a virtual map to show the students where the settlements were located. (You will need an LCD projector if this site is used)
Post it Notes and Chart paper VOCABULARY: Settlement – small communities that are started in a new place. HOOK/MOTIVATOR:
Students will work in small groups and make predictions about whyFrance,Spain, andEnglandwanted to establish themselves in theNew World. PROCEDURE:
Have the students work in groups of 4 and 5 to make predictions about whyFrance,Spain, andEngland wanted to establish themselves in theNew World. Tell the students they can write their predictions on the paper with the traveling chest.
Give the students about 5 minutes. Then have them come back together to share their predictions. Record their ideas on chart paper or the overhead.
Explain to the students that as they read today they will come up with the actual reasons whySpainandFrancewanted to establish themselves in theNew World.
Hand out the reading information onSpainandFranceand the Settlement Chart.
There is also a power point that can be used to gain information instead of the reading packet.
Students should read and complete the chart with a partner.
Explain to the students that this settlement chart is their note taking guide; they should fill it in as they read and find the answers.
Make sure the students are aware that they will not be able to fill in all the information today, only the categories pertaining toFranceandSpain.
When the students are finished, have them go back to their prediction group and discuss their findings from the reading.
Then, hand out a copy of the US and Canada map to each student to put in their interactive notebook (or you can use the website and complete this activity whole group).
Have the students locate theQuebec&St. Augustinesettlements on the map.
Go back to the chart/overhead with the students predictions and have the students confirm or refute their predictions forEngland.
On an anchor chart write the following question: How can a colony be lost?
As the lesson comes to an end read the question on the chart paper.
Before the students discuss their answers go over the multiple meaning of lost. Ask the students what they think the word lost might mean in this context.
Allow time for the students discuss the answers within their group. Decide on 2-3 answers per group. Have the students write one answer per post it note and place it on the chart.
When everyone is finished have students share their groups’ answers.
Allow time for the students to sort the answers by different ideas.
CLOSURE: Distance Learning Connection: Create a class wallwisher page (www.wallwisher.com) prior to teaching this lesson. Wallwisher heading should read: How can a colony be lost? Have the students post their answer to this question on the wallwisher that evening. Allow time the next day for the students to discuss the responses from classmates and sort the answers by different ideas.
LESSON PLAN GRADE FIVE
Lesson Three
How did the settling of the different European countries in North America lead to the colonization ofAmerica?
OBJECTIVE:
2.A.1.c – Students will be able to Analyze the religious beliefs of early settlers, the motives for migration and the difficulties they encountered in early settlements.
4.A.2.b – Students will be able to describe how available resources affected specialization and trade.
5.A.1.a – Students will be able to describe the origin, destination and goals of the North American explorers
5.A.1.b – Students will be able to Evaluate the results of the interactions between European explorers and native peoples.
5.B.2.a – Students will be able to describe the religious, political and economic motives of individuals who migrated to North America and the difficulties they encountered.
POWER STANDARD:
Draw conclusions and inferences and make generalizations and predictions from the text.
6A.3.a – Use a graphic organizer or another note taking technique to record important ideas or information.
6A.4.a – Indentify and explain what is directly stated in the text.
6A.4.i – Draw conclusions and make generalizations based on the text, multiple texts, and/or prior knowledge
CCSS:
RI.5.6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
MTLSS:
2B.1.f Use safe and correct security procedures (such as protecting password and user ID)
3A.1.b Use teacher- selected, technology tools that enhance learning3B.1.a Use technology tools to work collaboratively within the school community
Reading Information (packet)
Power Point (alternative option for reading packet)
Settlement Chart
Prediction Chest
Map
Spain Cause and Effect
France Cause and Effect
http://yellowmaps.com/
This is a virtual map to show the students where the settlements were located. (You will need an LCD projector if this site is used)
Post it Notes and Chart paper
VOCABULARY:
Settlement – small communities that are started in a new place.
HOOK/MOTIVATOR:
Students will work in small groups and make predictions about whyFrance,Spain, andEnglandwanted to establish themselves in theNew World.
PROCEDURE:
- Have the students work in groups of 4 and 5 to make predictions about whyFrance,Spain, andEngland wanted to establish themselves in theNew World. Tell the students they can write their predictions on the paper with the traveling chest.
- Give the students about 5 minutes. Then have them come back together to share their predictions. Record their ideas on chart paper or the overhead.
- Explain to the students that as they read today they will come up with the actual reasons whySpainandFrancewanted to establish themselves in theNew World.
- Hand out the reading information onSpainandFranceand the Settlement Chart.
- There is also a power point that can be used to gain information instead of the reading packet.
- Students should read and complete the chart with a partner.
- Explain to the students that this settlement chart is their note taking guide; they should fill it in as they read and find the answers.
- Make sure the students are aware that they will not be able to fill in all the information today, only the categories pertaining toFranceandSpain.
- When the students are finished, have them go back to their prediction group and discuss their findings from the reading.
- Then, hand out a copy of the US and Canada map to each student to put in their interactive notebook (or you can use the website and complete this activity whole group).
- Have the students locate theQuebec&St. Augustinesettlements on the map.
- Go back to the chart/overhead with the students predictions and have the students confirm or refute their predictions forEngland.
- On an anchor chart write the following question: How can a colony be lost?
- As the lesson comes to an end read the question on the chart paper.
- Before the students discuss their answers go over the multiple meaning of lost. Ask the students what they think the word lost might mean in this context.
- Allow time for the students discuss the answers within their group. Decide on 2-3 answers per group. Have the students write one answer per post it note and place it on the chart.
- When everyone is finished have students share their groups’ answers.
- Allow time for the students to sort the answers by different ideas.
CLOSURE:Distance Learning Connection: Create a class wallwisher page (www.wallwisher.com) prior to teaching this lesson. Wallwisher heading should read: How can a colony be lost? Have the students post their answer to this question on the wallwisher that evening. Allow time the next day for the students to discuss the responses from classmates and sort the answers by different ideas.